The biggest challenge of covering the reopening debate is working with the high levels of fear that surround the decision, says veteran education journalist Jill Tucker.

By Alexander Russo

The San Francisco Chronicle’s Jill Tucker has been writing about education for a long time, but this fall and winter’s school reopening debate has been particularly challenging.

The majority of Bay Area schools have remained closed since March. The clamor for some sort of reopening is growing, even as the coronavirus surges. District and state officials are clashing with teachers and parents. Like many other education reporters these days, Tucker is being called on to cover other news including fires, protests, and — yes — insurrections.

Some of Tucker’s reopening stories have generated “more than the usual kerfuffle” from readers. However, she rejects the notion that education coverage has downplayed the risks of reopening. “Education reporters have been citing data, health officials, virologists, scientists,” she tweeted recently. “We are digging deep.” What they’ve found, according to Tucker, is a  “general consensus” among health experts to reopen.

What’s different about covering education during the pandemic isn’t the controversy or mastering new material, according to Tucker. It’s working in and around intense levels of fear. Outside of school shootings, this level of fear is “not something we’ve typically have to address in education reporting.”

The following interview has been lightly edited for length and clarity.

Alexander Russo: What’s the latest on the school reopening situation, generally speaking?

Jill Tucker: The majority of schools remain closed in California. Some private schools, charter schools, and public districts are open for in-person learning, with the authorization of the county health department. The debate around reopening has become contentious. Health officials, many parents, and politicians are calling for schools to reopen ASAP given the impact on children. The other side, which typically includes labor unions, wants additional measures or protocols in place before reopening, if not zero cases in their communities.

Russo: What has been the story you’ve written that’s generated the most reader response, and why do you think that your reader responses have skewed toward reopening?

Tucker: A couple of the reopening stories have caused more than the usual kerfuffle. The recent story on schools not necessarily reopening even if educators get the vaccine resulted in a lot of response. Another on the lack of transmission in schools also saw significant feedback to me and on social media. In general, those responding tend to be those who are contrary to the status quo. So, it makes sense that the folks wanting to reopen would be the loudest at this point. When a district talks about reopening, however, like San Francisco did – setting a Jan. 25 target date – then you saw more of the other side speaking up.

The recent story on schools not necessarily reopening even if educators get the vaccine resulted in a lot of response. Another on the lack of transmission in schools also saw significant feedback to me and on social media.

Russo: Let’s talk about that December story in which you reported that the chances of school transmission were low. What specific steps did you take to get to the point that you were comfortable writing it? Anything you wish you’d done differently?

Tucker: I don’t see that story as any different from others. It was about talking to experts, getting the data from where I could and making sure I understood exactly what I was looking at. Then it gets written and edited. My goal is to provide information that people might not have, or context not available to them. No story will have everything and thank goodness there’s always tomorrow.

Russo: Generally speaking, what, if any, misperceptions about the school reopening situation do you get from readers or see on social or in other outlets?

Tucker: It seems many folks aren’t really believing the data/science in terms of transmission in schools. That said, there is nothing about this pandemic that is predictable. The fear and skepticism isn’t necessarily misplaced, but it’s our job to report the data, the ongoing research, and the best thinking among experts, while also giving voice to those who remain fearful or skeptical.

Russo: What are some of the biggest challenges of covering the reopening story that you’ve encountered?

Tucker: Getting data has been difficult since this pandemic is so new, relatively speaking. Not all counties or districts are tracking data the same way, in terms of cases and transmission in schools. Every district/school is trying to figure this out on their own, so with more than 1,000 districts in the state, it’s impossible for journalists to cover what is happening in each one. There are no uniform reopening criteria. It is a local decision and therefore difficult to report on a comprehensive basis.

Russo: What are some of the most effective ways you’ve found to report and write about it?

Tucker: My approach is as always: Look at the data and facts, talk to sources, report the information, write. This has meant public record requests, deep sourcing, and a new knowledge of virology, vaccines, health statistics, etc. Never a dull moment. It has been harder to do field reporting given health concerns, but it continues to be part of my work as well.

Russo: How do you deep source and gain the scientific knowledge you need in the middle of a pandemic?

Tucker: It’s about talking to people in the education system, outside the system, representing all parts of the system. Politicians, parents, teachers, etc. I’ve gained new sources in the health field that are considered national experts and spend quite a bit of time peppering them with questions. I watch Zoom meetings or updates among health officials when it’s about schools. Things like that. But when it comes to juicy tips, exclusives, and breaking news, it helps to have covered education in California for 24 years.

It’s hard for all journalists to be reporting on and during the pandemic. It’s draining. It’s sad. It’s gut-wrenching. There are days that are overwhelming. And then we all get up the next day and do it all over again.

Russo: How does the reopening story compare to other education stories you’ve covered in the past?

Tucker: Hmm. It’s different and the same. Covering education is complicated and so in some ways, the pandemic adds a twist to something that is already political, confounding, complicated, bureaucratic, and critical to society. On the other hand, I would say that fear — and the individual implications of this frontline work — is now part of the equation and that’s not something we’ve typically had to address in education reporting (perhaps gun violence being the exception).

There [are] always emotional factors in education issues – people upset about schools closing or whether testing is good or bad. But the emotions are at 11 when it comes to schools and the pandemic. I’ve had teachers tell me that a requirement to return to classrooms would mean sending them silently to their death. I’ve had parents tell me their children are despondent, desperate doing distance learning at home, and others who say their children stopped learning months ago.

Finally, it’s hard for all journalists to be reporting on and during the pandemic. It’s draining. It’s sad. It’s gut-wrenching. There are days that are overwhelming. And then we all get up the next day and do it all over again.

Russo: What do you make of the criticism that I and others have raised that reopening coverage during the pandemic has too often amplified risks and presented fears as facts?

Tucker: I really haven’t seen that kind of coverage. I’m guessing most would argue my coverage has been less about risks and fears, for good or for bad, and more about science and data and experts in virology or epidemiology. But it’s also important to address the politics and other issues that are part of the conversation… We can always do better, but I think most journalists are exceeding any and all expectations during such a crazy time.

Russo: What story reported by someone else has been particularly memorable to you so far, locally or statewide?

Tucker: Personally, I love the stories that are about real people. My colleague Rachel Swan’s story about a legally blind boy’s struggle to learn remotely is a great example. And EdSource has been hitting it out of the park covering this from a statewide perspective, including policy and updates on reopening. There aren’t enough education reporters out there, especially now, but I’m in awe of those who are continuing to cover school board meetings, budgets, elections, and the pandemic every day (and often well into the night).

ABOUT THE AUTHOR

Alexander Russo

Alexander Russo

Alexander Russo is founder and editor of The Grade, an award-winning effort to help improve media coverage of education issues. He’s also a Spencer Education Journalism Fellowship winner and a book author. You can reach him at @alexanderrusso.

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